Introductor y

Macroeconomics
Textbook in Economics for Class XII

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12105 – INTRODUCTORY MACROECONOMICS
ISBN 81-7450-715-9
Textbook for Class XII

First Edition ALL RIGHTS RESERVED

March 2007 Phalguna 1928
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Revised Edition
October 2022 Kartika 1944
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 Foreword
The National Curriculum Framework (NFC) 2005, recommends that
children’s life at school must be linked to their life outside the school.
This principle marks a departure from the legacy of bookish learning
which continues to shape our system and causes a gap between
the school, home and community. The syllabi and textbooks
developed on the basis of NCF signify an attempt to implement this
basic idea. They also attempt to discourage rote learning and the
maintenance of sharp boundaries between different subject areas.
We hope these measures will take us significantly further in the
direction of a child-centred system of education outlined in the
National Policy on Education (1986).
The success of this effort depends on the steps that school
principals and teachers will take to encourage children to reflect on
their own learning and to pursue imaginative activities and
questions. We must recognise that, given space, time and freedom,
children generate new knowledge by engaging with the information
passed on to them by adults. Treating the prescribed textbook as
the sole basis of examination is one of the key reasons why other
resources and sites of learning are ignored. Inculcating creativity
and initiative is possible if we perceive and treat children as
participants in learning, not as receivers of a fixed body of knowledge.
These aims imply considerable change in school routines and
mode of functioning. Flexibility in the daily time-tables is as
necessary as rigour in implementing the annual calendar so that
the required number of teaching days are actually devoted to
teaching. The methods used for teaching and evaluation will also
determine how effective this textbook proves for making children’s
life at school a happy experience, rather than a source of stress or
problem. Syllabus designers have tried to address the problem of
curricular burden by restructuring and reorienting knowledge at
different stages with greater consideration for child psychology and
the time available for teaching. The textbook attempts to enhance
this endeavour by giving higher priority and space to opportunities
for contemplation and wondering, discussion in small groups, and
activities requiring hands-on experience.
The National Council of Educational Research and Training
(NCERT) appreciates the hardwork done by the textbook development
committee responsible for this textbook. We wish to thank the
Chairperson of the advisory group in Social Sciences, Professor Hari
Vasudevan, and the Chief Advisor for this textbook, Professor Tapas
Majumdar, for guiding the work of this committee. Several teachers

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contributed to the development of this textbook; we are grateful to their principals
for making this possible. We are indebted to the institutions and organisations
which have generously permitted us to draw upon their resources, material and
personnel. We are especially grateful to the members of the National Monitoring
Committee, appointed by the Department of Secondary and Higher Education,
Ministry of Human Resource Development under the Chairpersonship of Professor
Mrinal Miri and Professor G.P. Deshpande, for their valuable time and contribution.
As an organisation committed to systemic reform and continuous improvement in
the quality of its products, NCERT welcomes comments and suggestions which will
enable us to undertake further revision and refinement.

Director
New Delhi National Council of Educational
16 February 2007 Research and Training

iv

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 RATIONALISATION OF CONTENT IN THE TEXTBOOKS

In view of the COVID-19 pandemic, it is imperative to reduce content

load on students. The National Education Policy 2020, also emphasises
reducing the content load and providing opportunities for experiential
learning with creative mindset. In this background, the NCER T has
undertaken the exercise to rationalise the textbooks across all classes.
Learning Outcomes already developed by the NCERT across classes
have been taken into consideration in this exercise.

Contents of the textbooks have been rationalised in view of the

following:
• Overlapping with similar content included in other subject areas in
the same class

• Similar content included in the lower or higher class in the same

subject

• Difficulty level

• Content, which is easily accessible to students without much

interventions from teachers and can be learned by children through
self-learning or peer-learning

• Content, which is irrelevant in the present context

This present edition, is a reformatted version after carrying out the

changes given above.

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 CONSTITUTION OF INDIA
Part III (Articles 12 – 35)
(Subject to certain conditions, some exceptions
and reasonable restrictions)
guarantees these
Fundamental Rights
Right to Equality
• before law and equal protection of laws;
• irrespective of religion, race, caste, sex or place of birth;
• of opportunity in public employment;
• by abolition of untouchability and titles.
Right to Freedom
• of expression, assembly, association, movement, residence and profession;
• of certain protections in respect of conviction for offences;
• of protection of life and personal liberty;
• of free and compulsory education for children between the age of six and fourteen years;
• of protection against arrest and detention in certain cases.
Right against Exploitation
• for prohibition of traffic in human beings and forced labour;
• for prohibition of employment of children in hazardous jobs.
Right to Freedom of Religion
• freedom of conscience and free profession, practice and propagation of religion;
• freedom to manage religious affairs;
• freedom as to payment of taxes for promotion of any particular religion;
• freedom as to attendance at religious instruction or religious worship in educational
institutions wholly maintained by the State.
Cultural and Educational Rights
• for protection of interests of minorities to conserve their language, script and culture;
• for minorities to establish and administer educational institutions of their choice.
Right to Constitutional Remedies
• by issuance of directions or orders or writs by the Supreme Court and High
Courts for enforcement of these Fundamental Rights.

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 Textbook Development Committee
CHAIRPERSON, ADVISORY COMMITTEE FOR SOCIAL SCIENCE TEXTBOOKS AT THE HIGHER
SECONDARY LEVEL
Hari Vasudevan, Professor, Department of History, University of Calcutta,
Kolkata

CHIEF ADVISOR
Tapas Majumdar, Professor Emeritus of Economics,
Jawaharlal Nehru University, New Delhi.

ADVISOR
Satish Jain, Professor, Centre for Economics Studies and Planning,
School of Social Sciences, Jawaharlal Nehru University, New Delhi

MEMBERS
Debarshi Das, Lecturer, Department of Economics, Punjab University,
Chandigarh
Saumyajit Bhattacharya, Senior Lecturer, Department of Economics,
Kirorimal College, University of Delhi, New Delhi
Sanmitra Ghosh, Lecturer, Department of Economics, Jadavpur
University, Kolkata
Malbika Pal, Senior Lecturer, Department of Economics, Miranda House,
University of Delhi, New Delhi

MEMBER-COORDINATOR
Jaya Singh, Lecturer, Economics, Department of Education in Social
Sciences, NCERT, New Delhi

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The National Council of Educational Research and Training
acknowledges the invaluable contribution of academicians and
practising school teachers for bringing out this textbook. We are
grateful to Subrato Guha, Assistant Professor, Jawaharlal Nehru
University, for going through our manuscript and suggesting relevant
changes. We thank Sunil Ashra, Associate Professor, Management
Development Institute, Gurgaon, for his contribution. We also thank
our colleagues Neeraja Rashmi, Reader, Curriculum Group; M.V.
Srinivasan, Ashita Raveendran, Pratima Kumari, Lecturers,
Department of Education in Social Sciences and Humanities, (DESSH),
for their feedback and suggestions.
We would like to place on record the precious advise of (Late)
Dipak Banerjee, Professor (Retd.), Presidency College, Kolkata.
We could have benefited much more of his expertise had his health
permitted.
The practising school teachers have helped in many ways. The
council expresses its gratitude to S.K. Mishra, PGT (Economics),
Kendriya Vidyalaya, Uttarkashi, Uttarakhand; Ambika Gulati, Head,
Department of Economics, Sanskriti School; B.C. Thakur, PGT
(Economics), Government Pratibha Vikas Vidyalaya, Surajmal Vihar;
Ritu Gupta, Principal, Sneh International School, Rashmi Sharma,
PGT (Economics), Kendriya Vidyalaya, JNU Campus, New Delhi.
We also thank Savita Sinha, Professor and Head, DESSH for her support.
Special thanks are due to Vandana R.Singh, Consultant Editor, for going
through the manuscript.
The council gratefully acknowledges the contributions of Dinesh Kumar,
In-charge, Computer Station; Amar Kumar Prusty, Copy Editor, in shaping
this book. The contribution of the Publication Department in bringing
out his book is duly acknowledged.
This textbook has been reviewed with the support of Archana
Aggarwal, Assistant Professor, Hindu College; Malabika Pal,
Associate Professor, Miranda House; Lokendra Kumawat, Assistant
Professor, Ramjas College; T. M. Thomas, Associate Professor,
Deshbandhu College, Delhi School of Arts and Commerce and Rashmi
Sharma, Assistant Professor, (DCAC). Their contributions are duly
acknowledged.
The council is also thankful to Tampakmayum Alan Mustofa, JPF;
Farheen Fatima, and Amjad Husain, DTP Operators, in shaping this
textbook.

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 Contents
F OREWORD
? iii

1. INTRODUCTION 1
1.1 Emergence of Macroeconomics 5
1.2 Context of the Present Book of Macroeconomics 6

2. NATIONAL INCOME ACCOUNTING 9

2.1 Some Basic Concepts of Macroeconomics 9
2.2 Circular Flow of Income and Methods of
Calculating National Income 14
2.2.1 The Product or Value Added Method 17
2.2.2 Expenditure Method 21
2.2.3 Income Method 22
2.2.4 Factor Cost, Basic Prices and Market Prices 24
2.3 Some Macroeconomic Identities 25
2.4 Nominal and Real GDP 29
2.5 GDP and Welfare 30

3. MONEY AND BANKING 36

3.1 Functions of Money 36
3.2 Demand for Money and Supply of Money 37
3.2.1 Demand for Money 37
3.2.2 Supply of Money 38
3.3 Money Creation by Banking System 39
3.3.1 Balance Sheet of a Fictional Bank 40
3.3.2 Limits to Credit Creation and Money Multiplier 40
3.4 Policy Tools to Control Money Supply 42
4. DETERMINATION OF INCOME AND EMPLOYMENT 53
4.1 Aggregate Demand and its Components 53
4.1.1 Consumption 54
4.1.2 Investment 56
4.2 Determination of Income in Two-sector Model 56
4.3 Determination of Equilibrium Income in the Short Run 57
4.3.1 Macroeconomic equilibrium with price level fixed 57
4.3.2 Effect of an autonomous change in aggregate
demand on income and output 60

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 4.3.3 The Multiplier Mechanism 61
4.4 Some More Concepts 64

5. GOVERNMENT BUDGET AND THE ECONOMY 66

5.1 Government Budget – Meaning and its Components 66
5.1.1 Objectives of Government Budget 67
5.1.2 Classification of Receipts 68
5.1.3 Classification of Expenditure 69
5.2 Balanced, Surplus and Deficit Budget 70
5.2.1 Measures of Government Deficit 71

6. OPEN ECONOMY MACROECONOMICS 85

6.1 The Balance of Payments 86
6.1.1 Current Account 86
6.1.2 Capital Account 88
6.1.3 Balance of Payments Surplus and Deficit 88
6.2 The Foreign Exchange Market 91
6.2.1 Foreign Exchange Rate 91
6.2.2 Determination of the Exchange Rate 92
6.2.3 Merits and Demerits of Flexible and Fixed
Exchange Rate Systems 95
6.2.4 Managed Floating 95
GLOSSARY 100

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